Jesse Scifres Jesse Scifres

TP 8
Upper Intermediate level

Description

Bill of health

Materials

Abc HO1
Abc HO2
Problemsindiagnosis.php Lead-in image
Abc Grammar deduction task answer key
Abc Reading deletion task answer key
Abc Listening gap-fill task answer key
Abc Grammar Analysis
Problemsindiagnosis.php Powerpoint

Main Aims

  • To provide clarification of modals of specuation in the context of health

Subsidiary Aims

  • To provide deduction reading practice using a text about mystery illness
  • To provide accuracy speaking practice in a conversation in the context of ill patients
  • To provide gist and specific information listening practice using a text about compensation claims in the context of clinical negligence insurance

Procedure

Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

Display picture from computer on the WB. "Work in pairs. How does this make you feel? What is the topic for today?" Ss to work in groups to discuss the picture and what the topic is today (3 min). Monitor unobtrusively to see if Ss understand the instructions in the work they are producing.

Exposure (6-7 minutes) • To provide context for the target language through a text or situation

Listening 3 "We will now listen to a dialogue about clinical negligence. Please listen and complete the sentences." ICQ's. "Zeki, what are we listening for?" (The missing information in each sentence) Play the audio (5 min). (Sit in the chair off to the side observing Ss work unobtrusively) Display questions from computer on WB and check answers as WC (1 min).

Highlighting (6-7 minutes) • To draw students' attention to the target language

Grammar 1 Ss in pairs to complete 2 questions (4 min). T to demonstrate an answer for question 1 (1 min). Monitor to see if Ss understand the instructions in the work they are producing. Ss to check answers posted on the wall (1 min).

Clarification (5-6 minutes) • To clarify the meaning, form and pronunciation of the target language

T to elicit grammar from Ss by using CCQ's (grammar analysis documentation). T to write cline diagram on WB.

Controlled Practice (6-7 minutes) • To concept check and prepare students for more meaningful practice

Grammar 2 Ss to read information SOLO (1 min). Ss in pairs to complete the 8 sentences (4 min). "Choose the correct verb for each sentence." ICQ - Yeşim, what are we doing for this task? (Choosing the correct verb) Monitor unobtrusively to see if Ss understand the instructions in the work they are producing. Ss in pairs to check answers with answer key handout (1 min).

Semi-Controlled Practice (9-10 minutes) • To concept check further and prepare students for freer practice

Reading Hand out transcript of audio recording. "Individually, find the modal verbs of speculation and underline them." ICQ's (Are you reading every word? No, finding specific information) Ss to underline the modal verbs of speculation (3 min). Monitor unobtrusively to see if Ss understand the instructions in the work they are producing. Ss in pairs to check answers (2 min). WC FB and CCQ as necessary (4 min).

Semi-Controlled Practice 2 (FLEX) (5-5 minutes) • To concept check further and prepare students for freer practice

Game Ss in pairs. Quickest to list all 5 modal verbs of speculation with a correct example sentence (past, present, or future). T to check Ss work as they finish. Ss who finish early, should continue to develop more examples. Reward is a good job done!

Freer Practice (6-7 minutes) • To provide students with freer practice of the target language

Grammar 3 Display picture from the computer on the WB. Ss in pairs to speak using modal verbs of speculation. "Why do you think these people are sitting in a hospital waiting room?" (6 min). Monitor unobtrusively to see if Ss understand the instructions in the work they are producing.

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